I first learned about Literature Circles back in the day when I was studying to be a teacher. Literature circles are a form of book group that engage students by allowing them to respond to the text in a variety of ways and practice using reading comprehension strategies as identified by Harvey Daniels.
In literature circles the teacher chooses books that will interest students. Currently students are participating in an interdisciplinary unit on WW2 so they have a choice of six historical fiction and non fiction books about WW2, the Holocaust, and Japanese Internment to choose. Students selected the book they would like to read and were then organized into small groups of four to five for their book clubs and literature circles. During ELA class, students meet twice a week in book groups to discuss their reading. In order to hold each other accountable and encourage a productive book discussion student choose a given a role for the day. Rather than the teacher assigning the roles, the students select new roles for each book club meeting. The purpose for assigning students a role is to have each student engaged in a conversation about the section read. Students are the discussion leaders and respond to the text in a variety of ways and practice using reading comprehension strategies.
The Literature circle model is partly based on Piaget’s constructivist theory, and on Vygotsky’s Zone of Proximal Development (ZPD). Piaget believed that learners construct knowledge through experiences. Building on Piaget’s initial theories, constructivists also believe that a child is an active learner and thinker, or a sense maker who is constructing his or her own knowledge by interacting with objects and ideas (Constructivist Education, n.d.). In literature circles there is specific role for each student and students must draw upon past experiences. Vygotsky’s theory of ZPD suggests that if children practice a new skill with the help of an adult or a slightly more capable peer then they gradually develop the ability to perform the skill without help or assistance. Literature circles engage students in active sense making and involve them in peer interactions like those expressed in the theory of ZPD.
When I first learned about Literature Circles student’s roles required them to complete an actual task or assignment and turn in to the teacher. Then a decade later, the tasked roles were removed and were said to deter students from reading engagement rather, it makes the reading assignment task oriented. Moving ahead with literature circles now, I find it important for students to complete the role requirements in their Reader’s Notebook. This scaffolding helps middle school students work on their reading comprehension and also have artifacts to bring to their weekly book discussions. The goal for a teacher is to help students become independent and self-regulated learners (Scharlach, 2008). Providing scaffolds and gradual release of responsibility helps students become independent and self-regulated learners.
I have created this slide deck for my students are you are free to get your own copy HERE. Each slide has a description of the different group roles and the tasks needed to complete for their preparation of the book club/literature circle meeting. There are five different roles and students do not repeat the roles but are to take on a new role with each book club meeting. I am also having each group submit their work on a Padlet to curate the group’s discussion reflections and group tasks to house all their work in one place and access for writing assignments and assessments.
Lee Araoz, the District Coordinator of Instructional Technology for Lawrence Public Schools in New York describes many ways to infuse technology into Literature Circles. He uses Padlet, Flipgrid, students create their own Quizizz, and Google Suite. The key is choice. Students choose their books, their group roles, and a technology platform to showcase their reading.
If you also use literature circles in your classroom I would love to know how it is going and what you have found woks well to support your students as readers and independent thinkers. Do you use role sheets and or infuse technology? What are the different roles you have found most successful for middle school students? You can share in the comments section of this blog.
The Teaching Factor 